Cognitive Conflict Strategy and Simulation Practicum to Overcome Student Misconception on Light Topics

One way to reduce misconceptions can be overcome by cognitive conflict learning strategies with the help of simulation practicum instead of actual practicum. This study aims to determine whether there are differences in students' misconceptions before and after learning with cognitive conflict strategies as an effort to reduce misconceptions on light material. Research sample of 31 students. Data on the degree of misconception before the study was 0, 36 and after doing research was 0.17. The t-paired test results for the mean percentage of students' misconceptions on light material before and after learning differed at a significance level of 0.05. While, the results of N-Gain calculations to student achievement increase in overcoming misconceptions on light material were 0.3, that means the average students' achievement in dealing with misconceptions are in the medium category and cognitive conflict strategies combined with simulation practicum have a strong effect on reducing students' misconceptions on light material with a range of 2.91. Based on the results of the study it can be concluded that cognitive conflict strategies combined with simulation practicum can be used to reduce misconceptions that lead to increased student learning achievement. Further research is needed to explore students' misconceptions on other physics topics and can measure student misconceptions at each meeting so that students are more organized and developed in learning

Cognitive Medium Access: Exploration, Exploitation and Competition

This paper establishes the equivalence between cognitive medium access and the competitive multi-armed bandit problem. First, the scenario in which a single cognitive user wishes to opportunistically exploit the availability of empty frequency bands in the spectrum with multiple bands is considered. In this scenario, the availability probability of each channel is unknown to the cognitive user a priori. Hence efficient medium access strategies must strike a balance between exploring the availability of other free channels and exploiting the opportunities identified thus far. By adopting a Bayesian approach for this classical bandit problem, the optimal medium access strategy is derived and its underlying recursive structure is illustrated via examples. To avoid the prohibitive computational complexity of the optimal strategy, a low complexity asymptotically optimal strategy is developed. The proposed strategy does not require any prior statistical knowledge about the traffic pattern on the different channels. Next, the multi-cognitive user scenario is considered and low complexity medium access protocols, which strike the optimal balance between exploration and exploitation in such competitive environments, are developed. Finally, this formalism is extended to the case in which each cognitive user is capable of sensing and using multiple channels simultaneously.Comment: Submitted to IEEE/ACM Trans. on Networking, 14 pages, 2 figure

Mindful Tutors, Embodied Writers: Positioning Mindfulness Meditation as a Writing Strategy to Optimize Cognitive Load and Potentialize Writing Center Tutors' Supportive Roles

In this article, I examine the potential that mindfulness meditation has to re-frame and expand the affective, supportive roles of writing center tutors. I argue that those of us working in writing centers can fully potentialize a tutor’s affective, supportive role and optimize a student’s cognitive load by incorporating mindfulness meditation as a stress-reducing strategy into writing center practices. Using Cognitive Load Theory as a lens, I establish how we might expand our understanding of the available mental space that tutors and tutees have to work, write, and learn in writing center sessions. Because mindfulness meditation has numerous cognitive benefits, I position that practice as a writing and stressreducing strategy that both tutors and tutees can use during and after their writing center sessions.University Writing Cente

Channel Assortment Strategy for Reliable Communication in Multi-Hop Cognitive Radio Networks

In this paper, we propose a channel assortment strategy for Reliable Communication in Multi-Hop Cognitive Radio Networks

The Teacher\u27s Role in Facilitating Memory and Study Strategy Development in the Elementary School Classroom

The efforts of 69 elementary school teachers to instruct children in cognitive processing activities were observed. Although the teaching of such activities was relatively infrequent, it varied by grade (occurring more often in grades 2-3 than in higher or lower grades) and by the content of instruction. Teachers of grade 4 and above more often provided rationales for the use of cognitive strategies than did teachers of younger children. In a second study, children of three achievement levels were selected from classrooms in which teachers varied in their use of suggestions regarding cognitive processes. Subsequent to training in the use of a memory strategy, children\u27s performance on a maintenance trial was evaluated: Among average and low achievers, those whose teachers were relatively high in strategy suggestions showed better maintenance and more deliberate use of the trained strategy than did children whose teachers rarely made strategy suggestions. The role of school experience in the development of children\u27s memory skills is discussed

Creative Thinking Ability on Mathematics of Junior High School in Palu Based on School Levels

Students’ creative thinking skills on mathematics is an important component that must be owned by a student, so with this ability will help students in solving mathematical problems, as well as everyday problems. Problem-based learning combined with cognitive conflict strategy (PBLCC) can be implemented for this ability. PBLCC is based- learning problem, where the problems are the facts presented, situation that contrasts cognition structures students. In this situation there is conflict between the knowledge possessed by students who deliberately provided situation. The main problem in this study is how creative thinking ability of students mathematical VIII grade junior high school students based on School Levels. This research is experimental research. Population in this study is to VIII grade junior high school in the city of Palu. Instruments used in this study include mathematics tests, student’s record, test mathematical ability to think creatively. The purpose of the research to be conducted are: Review and analyze the differences in mathematical creative thinking skills of students who received problem-based learning with cognitive conflict strategy (PBLCC) based on School Levels(high , medium, and low). Key Words: Problem-Based Learning, Cognitive Conflict , Creative Thinking on Mathematics, Prior Knowledg

The Relationship between Iranian EFL High School Students’ Multiple Intelligence Scores and Their Use of Learning Strategies

According to the theory of multiple intelligences (MI) propounded by Gardner (1983, 1999a, 1999b), each individual has a multitude of intelligences that are quite independent of each other and each individual has a unique cognitive profile. Having access to the MI profiles and learning strategies of learners could help the teachers in planning activities to connect both strategies and students’ talents and provide students with the best possible instruction. Thus, this study attempts to find out the relationship between the MI profiles and language learning strategies used by Iranian EFL high school students. Two hundred and twenty-nine students (121 males, 108 females) participated in the study. The instruments used to elicit information for this study were McKenzie’s (1999) MI inventory and the Strategy Inventory for Language Learning (SILL) Questionnaire. The findings revealed that there is a low, positive correlation between the two variables of MI and learning strategies, r = 0.24. In addition, it was found that there is a low, positive correlation between MI and different strategy types. The highest correlation was seen between meta-cognitive strategies and MI, followed by compensation and cognitive strategies. Furthermore, the findings reveal that Iranian students mostly use meta-cognitive strategies followed by social strategies

Using a cognitive architecture to examine what develops

Different theories of development propose alternative mechanisms by which development occurs. Cognitive architectures can be used to examine the influence of each proposed mechanism of development while keeping all other mechanisms constant. An ACT-R computational model that matched adult behavior in solving a 21-block pyramid puzzle was created. The model was modified in three ways that corresponded to mechanisms of development proposed by developmental theories. The results showed that all the modifications (two of capacity and one of strategy choice) could approximate the behavior of 7-year-old children on the task. The strategy-choice modification provided the closest match on the two central measures of task behavior (time taken per layer, r = .99, and construction attempts per layer, r = .73). Modifying cognitive architectures is a fruitful way to compare and test potential developmental mechanisms, and can therefore help in specifying “what develops.